Vol. 39 No. 1 (2013)

View Vol. 39 No. 1 (2013)
Published: 2013-03-01

Editorial

  • Editorial

    Cláudia Pereira Vianna, Vinício de Macedo Santos
    7-12
    DOI: https://doi.org/10.1590/S1517-97022013000100001

Articles

  • The contemporary debate on diversity and difference in education policies and studies

    Tatiane Cosentino Rodrigues, Anete Abramowicz
    15-30
    DOI: https://doi.org/10.1590/S1517-97022013000100002

  • Equality, inequality and differences: what is a fair school?

    Flávia Schilling
    31-48
    DOI: https://doi.org/10.1590/S1517-97022013000100003

  • Bilingual education for the deaf and inclusion under the National Policy on Special Education and Decree 5.626/05

    Ana Claudia Balieiro Lodi
    49-63
    DOI: https://doi.org/10.1590/S1517-97022013000100004

  • A policy for bilingual education extensive to deaf pupils of the municipality of São Paulo

    Cristina Broglia Feitosa de Lacerda, Neiva de Aquino Albres, Silvana Lucena dos Santos Drago
    65-80
    DOI: https://doi.org/10.1590/S1517-97022013000100005

  • Between text and life: a reading of special education policies

    Carla K. Vasques, Simone Moschen, Roselene Gurski
    81-94
    DOI: https://doi.org/10.1590/S1517-97022013000100006

  • Inclusion and internationalization of the rights to education: the Brazilian, North American and Italian experiences

    Monica Maria Farid Rahme
    95-110
    DOI: https://doi.org/10.1590/S1517-97022013000100007

  • Challenges of multicultural curriculum in higher education for indigenous people

    Moisés David, Maria Lúcia Melo, João Manoel da Silva Malheiro
    111-125
    DOI: https://doi.org/10.1590/S1517-97022013000100008

  • Policies to promote racial equality and programs for textbook free distribution

    Paulo Vinicius Baptista da Silva, Rozana Teixeira, Tânia Mara Pacifico
    127-143
    DOI: https://doi.org/10.1590/S1517-97022013000100009

  • Follow me, the good ones: trouble and sorrow in confronting heteronormativity in the school environment

    Fernando Seffner
    145-159
    DOI: https://doi.org/10.1590/S1517-97022013000100010

  • Educators and the implementation of guidelines against inequality: the case of theProJovem Urbano Program

    Maria Inês Caetano Ferreira
    161-175
    DOI: https://doi.org/10.1590/S1517-97022013000100011

  • School context and educational indicators: unequal conditions for the implementation of an education assessment policy

    Maria Teresa Gonzaga Alves, José Francisco Soares
    177-194
    DOI: https://doi.org/10.1590/S1517-97022013000100012

  • The international organisms' directions for national policies of early childhood education: from the right to focusing

    Rosânia Campos
    195-209
    DOI: https://doi.org/10.1590/S1517-97022013000100013

  • The Escola Ativa Program, multi-seriated country schools and mathematical education

    Gelsa Knijnik, Fernanda Wanderer
    211-225
    DOI: https://doi.org/10.1590/S1517-97022013000100014

  • Evolution of methodological models and its relation with educational policy in Spain

    Sonsoles San Román Gago
    227-243
    DOI: https://doi.org/10.1590/S1517-97022013000100015

Interview

  • How individuals become individuals? An interview with Danilo Martuccelli

    Maria da Graça Jacintho Setton, Marilia Pontes Sposito
    247-267
    DOI: https://doi.org/10.1590/S1517-97022013000100016